Turning students into alumni donors

Abstract

Co1laboration between student affairs and institutional advancement professionals can greatly enhance efforts to involve current students in institutional advancement activities and thereby produce future donors.

Table of Contents

“…Substantial literature agrees with Brawley's principle and discusses the importance of engaging students in fundraising (for example, as solicitation callers) and even as donors early in their careers at both two-and four-year institutions (Chewning, 1993;Kerns, 1986;Lynch, 1980;Nakada, 1993;Nayman, Gianneschi, and Mandel, 1993;Purpura, 1980;Shanley, 1985;van Nostrand, 1999). Nayman, Gianneschi, and Mandel (1993) suggested that "turning students into donors is a socialization process that involves orienting students to the notion of voluntary giving, actively engaging them in varied institutional advancement activities, and strategically timing program initiatives" (p. 90). By socializing the students in this way, the authors found that students are more likely to participate in future fundraising campaigns.…”

“…As mentioned before, according to Atchley's continuity theory (1989), established patterns are likely to be followed in the future. Further research shows that giving from young alumni, even in small amounts, has potentially large effects on lifetime donating (Lindahl and Winship, 1992;Monks, 2003;Nayman, Gianneschi, and Mandel, 1993;Okunade and Justice, 1991;Piliavin and Charng, 1990). The impact of engaging young alumni in giving to their alma mater can be significant.…”

“…This finding agrees with Mael and Ashforth's (1992) organizational identity theory described above. Therefore, engaging young alumni and students with opportunities to remain connected to their alma mater is extremely important (Nayman, Gianneschi, and Mandel, 1993;Van Nostrand, 1999). Additionally, according to continuity theory (Atchley, 1989), once an alumnus or alumna makes a first gift, even as a student, the likelihood of future donations is enhanced.…”

“…Cascione (2003) referred to this phenomenon as "reinforcement theory" in the context of higher education. Giving by young alumni, even in small amounts, can establish a pattern of contributions that will persist for a lifetime (Lindahl and Winship, 1992;Monks, 2003;Nayman, Gianneschi, and Mandel, 1993;Okunade and Justice, 1991). The next chapter discusses in more detail how to engage students and young alumni in fundraising.…”

Young alumni perspectives about philanthropically supporting their alma mater

“…This need was further highlighted in studies that examined young alumni financial giving. Several studies have found that even very small measures of financial support by young alumni had a large effect on future giving (Lindahl &Winship, 1992;Monks, 2003;Nayman, Gianneschi, & Mandel, 1993;Okunade & Justice, 1991;Piliavin & Charng, 1990). Meer (2013) found that young alumni who gave annually in their first five years after graduation gave on average eight times more by their twentieth reunion than other alumni.…”